BACKGROUND AND AIM: Several research works show that anxiety is more common in women, low-income classes, and middle-aged and elderly populations. The present study aimed to investigate the role of positive and negative memories in patients’ anxiety referred to the dental clinics, offices, and schools of Kerman, Iran, in 2018–2019. MATERIALS AND METHODS: In this cross-sectional, descriptive, analytical study, the participants were selected among individuals referred to the dental offices, schools, and clinics of Kerman, Iran. In this study, 500 questionnaires were distributed among the participants (based on census method), and of these, 482 of which were reviewed (response rate = 96.4%). The questionnaire used in this study contained four categories of questions, including demographic information, general questions about dentistry, Corah's Dental Anxiety Scale, and Autobiographical Memory Questionnaire. Analysis of variance, t -test, and Chi-square test were used to analyze. RESULTS: Overall, 281 participants were female, and 201 were male. Based on the findings, dental visits were enjoyable and pleasant experiences for 154 participants, and 165 patients were anxious while the dentist prepared for a restorative treatment. This study showed that people with negative memories had more anxiety. Anxiety was also significantly associated with positive memories, higher education, and gender (female) ( P < 0.05). Also, the most negative memories of dental treatments were associated with increased anxiety about dental treatments in adults ( P < 0.05), while positive memories did not have a relationship any with decreased anxiety ( P > 0.05). CONCLUSION: The most negative memories of dental treatments were associated with increased anxiety about dental treatments in adults, while positive memories did not have any expected inverse relationship with anxiety.
Dentistry is one of the most challenging, demanding, and stressful fields of study. Dental students are expected to acquire various skills, including academic, clinical, and interpersonal skills. This study aimed to investigate the stressors in students during the transition from theory to practice through qualitative research methods and ultimately improve curricula used for learning. This cross-sectional study was performed on fourth to sixth year students of Kerman Dental School through interviews. Interviews related to the experienced clinical stress and challenges and experiences in the clinical environment were conducted with 40 students (16 males and 24 females) who were randomly included in the study and the participants' statements were recorded with their consent. The interview continued until the stage of information saturation and at the end it was confirmed by the participants in the study. Qualitative data were analyzed based on content analysis and then the data were classified. In this study, 8 people were in the fourth year, 16 people were in the fifth year and 16 people were in the sixth year. According to the statements and experiences of students, stressors such as reprimand and lack of time were the most common causes of clinical stress. Other factors, such as professors' attitudes and infection control, also had a significant effect on stress. Patient related factors such as not having a patient, their late or late arrival, and being harassed at work were also cited as causes of stress. Many factors in the clinical environment play a role in the stress of dental students, which can be eliminated or reduced to greatly contribute to the quality of education. According to the results of this study and the recognition of stressors in the clinical environment, more attention of the authorities to this field and the need to review clinical education seems necessary
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